Pupil Premium & Catch-up

What are the barriers to progress of students?

In England, there is a considerable difference between the GCSE outcomes that students who are deemed ‘pupil premium’ achieve, and those who are not, for both progress made from primary school and attainment. Quite rightly, all schools nationally are charged with diminishing this difference for their students as quickly as possible. As an academy we fully welcome this drive to secure the very best qualifications for ALL students, regardless of their circumstances or individual need. This is a fundamental right for all our learners, and is at the heart of our vision for the academy, and all the schools in our Trust to place ’students first. We are determined to ensure that we rapidly raise standards, and transform lives, for all.

It is critical that we identify the barriers that students face to their learning and progress at school. This in turn allows our relentless focus, support and challenge to our young people, so they all can properly secure life changing qualifications and the confidence and skills to make their way in adult life and the workplace as successfully as possible. This identification also allows honest and sometimes frank discussions with parents so that we can work as effectively together to get the very best for their sons and daughters.

We do not have a blanket approach to how we support pupil premium students, as we strongly believe they are individuals. We aim to know all our students and families well, to allow bespoke support where it is needed, pulling from a very wide range of strategies and support processes from teachers, learning managers, support staff and the leadership of the academy. These strategies are listed in the documents below, however there are barriers that we have identified that alone or combined make a big difference to how well our students achieve during their time with us:

High Attendance and Punctuality

Completion of Homework

Established, organised routines for study

Having somewhere to work effectively in and out of school

Self belief and Resilience

Post-16 Plans and access to advice

Revision skills and the ability to plan systematically

Self-regulation and mutual peer support

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